The Wednesday Wars
by Gary Schmidt. 1st Ed. 2007.
Concept Analysis
Brief Synopsis
The book begins at the beginning of Holling Hoodhood’s 7th grade year in 1967. On
Wednesday afternoons, all the students except Holling, who is Protestant, go to either Catechism
or Hebrew school. Because There is nowhere for Holling to go, he spends his afternoons with
Mrs. Baker. In Mrs. Baker’s class, Holling begins to read Shakespeare. In 1967, not only does
Holling have to deal with out of the ordinary familial relationships, but historical events such the
Vietnam war, and the assassinations of Robert Kennedy and Martin Luther King, Jr. These
events, combined with Holling’s own interesting antics, serve as a springboard to many
interesting life lessons along the way.
The age of Holling and issues he deals with daily makes this book a perfect fit for other
7th graders. Each chapter in the book covers one month of the school year, thus there are ten
chapters in the book. Because the book covers the span of a year, it can come off as a bit
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daunting to 7th grade students, but the fast pace allows for confidence in young readers as the get
into the text.
The Big Question: What does it mean to become an individual—
individual—to find
your place?
The enduring issue that continues to be developed throughout this novel is one of
discovering and unveiling individuality. The time period of the book plays perfectly into the
theme of discovering one’s own individuality. The Vietnam War is in full swing, which brings
along with it the “flower child” movement. Politics and opinions of the war and race abound
among the characters as well. Very few people are left unaffected by the events in the world
around. In addition, many of the characters in the book, most notably Holling, struggle with
discovering their identity. Holling’s Sister, Heather, for example is influenced greatly by the
“flower child” movement. His friend, Meryl Lee, struggles with finding her place among friends.
Holling uncovers his own passions and begins to think for himself what his future will hold
rather accepting the “given” of taking over his father’s company. Not only do many characters
work out their own sense of individuality, but the individuality that has already been achieved by
other characters, such as Mrs. Baker, is slowly revealed. Mrs. Baker is portrayed as the typical
English teacher who was born with a red pen in her hand and has never done anything in her life
beyond teach. Holling discovers, though, that there is much more to her (and others) than
originally meets the eye.
Background Knowledge
Because the Vietnam War is such a big part of this novel, and understanding of the
history of the war would be helpful. In relation to the war, President Lyndon B. Johnson, the
successor of the assassinated John F. Kennedy is also mentioned frequently, as well as the news
reporter, Walter Cronkite. The book also mentions the assassination of Robert Kennedy, his
political potential, and his views on the Vietnam War before his life was taken. In addition to
these events, an understanding of the Civil Rights Movement, most importantly Martin Luther
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King, Jr. and his assassination would allow for students not only to make deeper connections
with the text, but would allow for an enhanced understanding of life in 1967.
Issues Related to the Study of this
this Novel
Theme(s):
Individuality and discovering self: Many interesting anecdotes throughout the plot of
the novel contribute to Holling discovering a bit about his individuality and the importance of
being himself. He begins to struggle with his perfectionist father and really starts to think
deeply about the future his father his outlined for him. Holling also becomes involved in reading
Shakespeare, though not of his own volition at first, and even takes part in some of the plays.
He rediscovers his relationship with his sister, and goes out of his way to help her, despite his
father’s command not to. In addition, he begins to run track, and discovers he is quite good,
and actually enjoys it. In addition to Holling, his sister Heather also discovers a bit about her
own individuality as well. She eventually takes what she thinks will be a trip to California with
her boyfriend, but ends up stranded in Wisconsin. In addition to these and other characters
finding their own sense of individuality, it is also revealed in the novel that there are other
characters, such as Mrs. Baker, who seem to fit into a cookie-cutter type mold, but actually
have their own personalities, interests, and life outside their original persona.
Peer Acceptance: Though the ultimate theme in the book is discovering what makes a
person unique, it does depict several anecdotes that show how important it is to teens and
tweens to find peer acceptance. Holling is the only Protestant in his school. Everyone else is
Catholic or Jewish. This creates the unique situation where he is stuck in Mrs. Baker’s room on
Wednesdays while other classmates are at religious activities. This puts Holling in a tough spot
at times because other students feel he is getting special treatment. As a result, he has to go
out of his way to appease them. He also feels ashamed to be wearing “yellow tights, with white
feathers on the…well you know where” after agreeing to be in a Shakespeare play to get cream
puffs for his clasmates and he really “hopes kids from school don’t see [him]” (76-7).
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Other characters struggle to fit in as well. Mai Thi, for example, is a refugee from
Vietnam, and receives some pretty harsh treatment, both from adults and from peers. She is
told she “shouldn’t be here” (95) and that she should “go back home” (181).
Setting:
The novel takes place in Long Island, New York, in 1967. Because of the time frame, the
Vietnam War is a big issue in the book, as well as the controversy surrounding the subject. In
addition, the book references the assassinations of Robert Kennedy and Martin Luther King, Jr.
These would all be issues that would be beneficial for students to know a little about before
going into the novel. Because the premise of the book rides on Holling being alone on
Wednesday afternoons while the other students are at religious services, it could be useful to
know a bit about the religions, though not crucial.
Point of View/Narrative Voice:
The story is told from Holling Hoodhood’s point of view. It is told in the first person, and
stays consistent throughout the book. Holling is in 7th grade. He is quite intelligent, witty, and
has a funny sense of humor.
Characterization:
Holling Hoodhood: He is the protagonist. Also, a very witty kid who has an interesting take on
everything, and has a series of pretty interesting/unfortunate events occur to him. Begins to
find himself, and understands better who he is.
“Dad, Mrs. Baker hates my guts.”
“What did you do?”
“I didn’t do anything. She just hates my guts.”
“People don’t just hate your guts unless you do something to them. So what did you
do?” (7)
“Nothing.”
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Mrs. Baker: Holling’s English teacher. Holling thinks she “hates his guts” (2) throughout the
book, but it is revealed that she actually cares quite a bit for him, and is willing to help him with
track, Shakespeare, and even takes him to a baseball game.
Meryl Lee: Holling’s friend (that turns into a bit more than friends). Her father is also an
architect, and one of Hoodhood and Associates main competitors.
Danny Sweiteck: Holling and Danny are friends, even though Danny’s brother, Doug, is a bully.
Danny sticks up for Holling, even when Holling is wearing tights.
Mr. Hoodhood: he is Holling’s dad. He is very stern. He is a perfectionist. Has very traditional
ideas, and is pretty stereotypical.
“So, Holling, what did you do that might make Mrs. Baker hate your guts, which will
make other Baker family members hate the name of Hoodhood, which will lead the Baker
Sporting Emporium to choose another architect, which will the kill the deal for Hoodhood and
Associates, which will drive us into bankruptcy, which will encourage several lending
institutions around the state to send representatives to our front stoop holding papers that
have lots of legal words on them—none of them good—and which will mean that there will be
no Hoodhood and Associates for you to take over when I’m ready to retire?” (8)
Heather: Holling’s sister. She is pretty liberal, and effected quite a bit by the flower-child
movement.
Other Literary Terms
Allusion: There are quite a few allusions made in this text. Of course, there are the allusions to
the war, and important political figures previously mentioned. But there are allusions to other
things such as a number of Shakespeare plays, and other classic books as well, such as Treasure
Island, The Call of the Wild, Kidnapped, The Black Arrow and Ivanhoe. It would be useful for
students to know a little about these. Treasure Island, for example, is referenced several times,
so a little insight into that book would be beneficial.
Conflict: In addition to the main conflict in the play, Holling’s struggle to find himself, there are
several smaller conflicts that contribute to the plot of the story: The rats getting lose, Holling
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and Meryl Lee fighting, Heather and Mr. Hoodhood arguing, etc. These mini-conflicts serve to
liven the plot, and contribute to the individuality of each character.
Falling Action: This could be an important term because the falling action, and the resolution in
the book are a bit different than others. It is not a physical resolution, rather it is more
emotional, or intellectual.
Voice: This novel would be great to use as a tool to teach about personal voice. Holling’s voice
is very clear. His sense of humor really contributes to the book and adds personal touches. This
could be used as a model for using clear, interesting voice.
Affective Issues Related to the Work
There are several issues in the book that 7th grade students could easily relate to. One of
those is bullying. Holling has to deal with Doug Sweiteck, who constantly picks on him and
everyone around him. The book also discusses how important it is to teens to feel like they fit in
somewhere. Holling goes to some pretty great lengths to do things for classmates to make
them happy.
Parental issues also come up quite often in the book. At first, it appears that Mr.
Hoodhood is very loving, and works hard so that Holling will have a good future. It becomes a
bit more apparent, though, that his main concern is his business and building the business up.
He is quite distant, and, in Heather’s case especially, non-involved.
Again, the Vietnam war could be very relevant to students. Because the war our country
has been fighting recently, we constantly hear stories and see depictions of the war on the
news, the same way the Hoodhood’s always watched Walter Cronkite. Some students may
even have family members or friends who are active in the military.
Vocabulary Issues
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The novel doesn’t use complicated vocabulary, and consequently shouldn’t cause too
much difficulty. However, one unique situation is the use of Shakespearean insults Holling uses.
These shouldn’t be too much to overcome, though. Schmidt makes it quite clear that the words
used are insults. The introduction of these words could actually be used as a fun, simple
introduction to Shakespeare.
There are also a few religious words mentioned, such as “mass” or “Bar Mitzvah.” These
may require a little explanation, but, again, shouldn’t pose too much of a problem.
Other words that may need explanation or may be useful to add to vocabulary
exercises:
Isaiah (3)
Propulsion (14)
decidedly (20)
behooves (208)
nefarious (13)
hurtled (14)
dainty (93)
extremity (216)
Mesozoic Era (13)
liverwurst (15)
lobbing (156)
Implications for Students of Diversity
Diversity
This book could prove a bit challenging for students from foreign backgrounds. Schmidt
makes a number of allusions, and the book assumes a basic understanding or recognition of
American History. Other than the Shakespearean quotes in the book, language shouldn’t be
overly difficult in comparison to other books. Rather the assumptions and background
knowledge required that could pose some difficulties.
In addition, the book does go into some depth as to the difficulties some students from
foreign backgrounds may face in new environments. Mai Thi is a good representation of this.
Part of the scrutiny she faces is because of her Vietnamese background, but other students still
face similar issues with bullying.
Also, students who have religious beliefs that may be different from the majority of
their classmates will be able to relate to this as well. Though Holling handles the situation quite
well, it does depict the singling out that could result from differing religious beliefs.
Also, the assassination of Martin Luther King, Jr. does come up in the book. Holling’s
father treats the incident almost as a relief. His reaction isn’t much different than what the
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typical reaction would have been for others at the time. This incident could offer the chance to
discuss the Civil Rights movement, and attitudes towards minorities. This could prove to be a
bit uncomfortable for some students, but if handled correctly, it could become a teaching
opportunity.
Gender Issues
There are not too many gender related issues in this book. The most prevalent issue is
Holling’s father. He is quite traditional. He doesn’t think Heather should go to College and
thinks she should instead work at the firm, with him and the rest of the family. If enough
background knowledge is given, it should be clear that Mr. Hoodhood’s attitude may have been
quite typical—even stereotypical—in the 60s, but society is quite different now. In all, gender
issues shouldn’t pose a problem in this book.
Research
Research Issues/Project Ideas
1. Have students create a photo essay that depicts how the characters in the novel achieved
individuality. Have the students include research on events in the book, such as the Vietnam
War, or the assassination of Martin Luther King, Jr. Have them include the research in the photo
essay and show how important social/political events and views can shape our individuality and
how we see ourselves.
2. Have students brainstorm their own personal experiences that have shaped who they have
become. Have the students write a personal narrative outlining one of these events. Then, have
the students write a short paper on how the influence of their own event was similar to how
Holling reacted to certain events. How were the reactions different?
3. Have students act out a short scene from one of the many Shakespeare plays brought up in
the novel. After acting the scene out, have the students write an analytical paper on what
Shakespeare wanted his audience to learn about life from the scene (similar to the papers
Holling writes for Mrs. Baker).
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TEXT SETS and Enrichment Sources
Informational Texts on the Vietnam War:
•
Vietnam War (DK Eyewitness Book)
•
War and Never Having to Say You’re Sorry (Newspaper article)
http://www.nytimes.com/2003/12/14/movies/war-and-never-having-to-say-you-resorry.html?ref=vietnamwar
•
Interviews with veterans who fought in the Vietnam War (some in favor, others against
the war) http://www.spartacus.schoolnet.co.uk/vietnam.html
•
Patrol : an American soldier in Vietnam by Walter Dean Myers (picture book)
Videos of important Political Figures of the 60s:
•
Martin Luther King, Jr. I have a dream: http://www.youtube.com/watch?v=B3P6N9g-dQg
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•
Robert F. Kennedy Speech: http://www.youtube.com/watch?v=FiCLi9ddqlM
•
Walter Cronkite reports on the Vietnam War:
http://www.youtube.com/watch?v=IPmwkprZMic
Short movie clips or snippets of the Shakespeare plays mentioned in the book (The Merchant of
Venice, The Tempest, Macbeth, Romeo and Juliet, Julius Ceaser, Hamlet)
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